The Role of Age and Occupational Future Time Perspective in Workers' Motivation to Learn

被引：32
作者：
Kochoian, Nane [1 ,2 ]
Raemdonck, Isabel [1 ,2 ]
Frenay, Mariane [1 ,2 ]
Zacher, Hannes [3 ]
机构：
[1] Catholic Univ Louvain, Louvain La Neuve, Belgium
[2] Dept Psychol & Educ Sci, Pl Cardinal Mercier 10, B-1348 Louvain La Neuve, Belgium
[3] Queensland Univ Technol, Brisbane, Qld, Australia
来源：
VOCATIONS AND LEARNING | 2017年 / 10卷 / 01期
关键词：
Chronological age; Older workers; Future time perspective; Motivation to learn; Learning motivational beliefs; Socioemotional selectivity theory; EXPECTANCY-VALUE THEORY; SELF-EFFICACY; OLDER WORKERS; GOAL ORIENTATION; TRAINING MOTIVATION; REMAINING TIME; ACHIEVEMENT; BEHAVIOR; EXPECTATIONS; BELIEFS;
D O I：
10.1007/s12186-016-9160-9
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The purpose of this paper is to better understand the relationship between employees' chronological age and their motivation to learn, by adopting a lifespan perspective. Based on socioemotional selectivity theory, we suggest that occupational future time perspective mediates the relationship between age and motivation to learn. In accordance with expectancy-value and self-efficacy theories, motivation to learn was operationalized as employees' learning motivational beliefs (i.e., learning self-efficacy and learning value). To test our model, survey data were obtained from 560 workers between the ages of 21 to 64 years. Results demonstrated the importance of taking workers' occupational future time perspective into account to explain relationships between age and learning motivational beliefs.
引用
收藏
页码：27 / 45
页数：19
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